Communicative Grammar Games
The Communicative Grammar Games are game-type
activities designed to provide extra controlled practice
for students to interact in a more communicative way.
• They are games because they have rules and a goal
to achieve.
• They are grammar games because each activity is
aimed at practicing a specific grammar point covered
in each unit of the Student’s Book.
• They are communicative because there is an
information gap element in which students need
to talk to a partner or to other students in order to
obtain the information they need to complete a task.
Type of interaction
Depending on the game, some activities are played
in pairs, others in small groups, and yet others as
a whole class.
Type of activities
Activities for level 1 include guessing games, finding out
about people or information, memorizing, assembling
models, matching pairs, asking for information and
collecting items.
When to use the Communicative Grammar Games
The Teacher’s Guide suggests a lesson in which to use
the Communicative Grammar Games. Alternatively,
you can use them whenever you find it most
convenient. Keep in mind the following:
• The grammar point or vocabulary needs to have
been presented and practiced; these games are not
a substitute for presentation activities found in the
Student’s Book
• These games do not work as five-minute activities or
end-of-the-week-relaxation games; there is a specific
grammar objective, and time is needed for students
to achieve the task.
What is needed
Follow this procedure:
1. Read the Teacher’s notes in advance to know how
many copies you need in your specific class.
Make sure you make the required sets.
2. Move chairs to create the space for the activities,
especially when doing a whole-class activity where
students have to walk around to find the information
needed. If this is not possible, have students work
with the people next to or near them. Make sure that
schoolbags are out of the way when students need to
walk around the classroom.
3. Give clear and concise instructions while you present
the materials. If needed, rephrase them in students’
native language. Also, ask volunteers to rephrase
them in their own words.
4. Immediately after instructions, do a demonstration
and make sure students understand what to do.
The success of these activities depends on how well
students know the purpose of the activity.
5. Divide the class into pairs or small groups, depending
on the type of interaction.
6. Distribute copies and start the game.
Teacher’s role
While students perform the activity, monitor and
provide help as needed. Do not interrupt to correct
any errors you hear. Remember that students need
to focus on achieving the task and not on grammar
accuracy. If a student cannot get his/her message
across, however, because of pronunciation or structural
problems, gently whisper the correct sentence or
question for him/her to repeat. Take a notebook and
write down accuracy mistakes. Plan for a follow-up
session in order to deal with these.
Also remind students to use English at all times. Explain
to them that part of the game is to use English because
it is fun to do so. When students have finished the
game, tell them that now they can revert to their native
language for a while.
What to expect from students
Levels 1 and 2 Young children can only learn short
sentences or questions to repeat several times during
the game. This type of drilling focuses on fluency
more than on accuracy. Drill the sentence or question
chorally, however, to achieve accuracy prior to the
game. The Communicative Grammar Games for these
levels are designed to be done in a short time, or to
complete a task quickly. But if students find the task
challenging, stop the activity and use it in a later
class when they have gained more confidence in the
grammar point being practiced.
D.R. © Richmond Publishing, S.A. de C.V., 2014